1. The Student Progression Study 2002 Update: Floridas 1993-94 Public High School Graduates Seven Years Later

2. Legislative Charge The 2001 Legislature directed the Council for Education Policy, Research and Improvement to: –continue its longitudinal cohort study of the progression of public high school graduates as they enroll in, advance through, and graduate from the states postsecondary education delivery system and enter the workforce. A progress report shall be submitted to the Governor, Legislature and the State Board of Education by May 31, 2002.

3. Study Limitations Reliance on Social Security Numbers for tracking Public high school graduates only; no private high schools Definition of SUS admissibility Cohort tracking excludes FTIC students who delay entry Independent postsecondary sector; limited information Out-of-state students Career education outcomes limited to programs at community colleges Family income data student-estimated

4. Delayed Entry of First- Time-in-College Students

5. Sector of Initial Enrollment

6. Distribution of High School Grad Cohort Found Matriculating in Florida CCS 61.5% SUS 31.9% ICUF 6.6% Fall 1994

7. Course Requirements Met

8. Remediation Needs more detail on this topic

9. Attendance Status of Fall 1994 CCS and SUS Matriculants

10. Working While Enrolled

11. Enrollment and Progression Patterns, CCS Cohort

12. Enrollment and Progression Patterns, SUS Cohort

13. Degrees Awarded 1994 - 2001 Note: Degrees are duplicated; a student may earn multiple degree/certificates over the time period.

14. Paths to 1 st Bachelors Degree in SUS Observed in 1993-94 Florida Public High School Graduates CCS Entry SUS Entry ICUF Entry Earn AA/AS SUS Bachelors Degree (12,877) Earn other credential No credential COMMUNITYCOLLEGE STATEUNIVERSITY Other Point of Entry

15. SUS Entry ICUF Entry Earn AA/AS SUS Bachelors Degree (12,877) Earn other credential No credential COMMUNITYCOLLEGE STATEUNIVERSITY Other Point of Entry CCS Entry Paths to 1 st Bachelors Degree in SUS Observed in 1993-94 Florida Public High School Graduates

16. CCS Entry SUS Entry ICUF Entry Earn AA/AS SUS Bachelors Degree (12,877) Earn other credential No credential COMMUNITYCOLLEGE STATEUNIVERSITY Other Point of Entry Paths to 1 st Bachelors Degree in SUS Observed in 1993-94 Florida Public High School Graduates

17. CCS Entry SUS Entry ICUF Entry Earn AA/AS SUS Bachelors Degree (12,877) Earn other credential No credential COMMUNITYCOLLEGE STATEUNIVERSITY Other Point of Entry Paths to 1 st Bachelors Degree in SUS Observed in 1993-94 Florida Public High School Graduates

18. Taken by 1993-94 Florida Public High School Graduates Paths to 1 st Bachelors Degree in SUS

19. Highest Degree Held, 1993-94 High School Graduates by Spring 2001

20. Highest Degree Held, SUS Starters by Spring 2001

21. Highest Degree Held, CCS Starters by Spring 2001

22. Cumulative Student Loan Debt of SUS Starters by Highest Degree Held

23. Cumulative Student Loan Debt of CCS Starters by Highest Degree Held

24. Graduation Rate By Term

25. Seven-Year Baccalaureate Graduation Rates Asian and white students had higher graduation rates (49% and 43.9%) compared to blacks and Hispanics (30.2% and 28.2%) Females graduated at a rate of 42.8%; Males, 35.9% Students who met the SUS course requirements had significantly higher graduation rates than those who did not (49.4% compared to 18.5%) Graduation rates steadily increase with family income, as well as high school GPA.

26. Graduation Rates by Family Income more detail on this topic

27. Graduation Rates by High School GPA more detail on this topic

28. Graduation Rates by Number of Terms Working and Postsecondary Sector

29. Multivariate Analyses The use of multivariate statistical models allows one to determine the impact of a given variable on the likelihood of degree completion or the time to degree in the presence of other predictor variables Two statistical techniques are employed in this analysis: –Probit: This statistical technique is appropriate for modeling the probability of binary outcomes (degree completion) –OLS Regression: This technique is more appropriate for the time-to-degree model given the continuous nature of the dependent variable (number of terms to degree completion)

30. Likelihood of Baccalaureate Degree Completion High school academic preparation and achievement matter. –CCS Starters with higher GPAs close the gap on SUS starters. Among the postsecondary enrollment factors, starting at a state university, full-time enrollment, and first-term grade point average appeared to have the strongest effect. Over the Seven Year Tracking Period

31. Probability of Degree Attainment for Selected Student Profiles, SUS Cohort Effect of the number of part-time terms

32. Probability of Degree Attainment for Selected Student Profiles, CCS Cohort

33. Effect of earning an A.A. degree

34. Graduation Rates by Receipt of A.A. Degree, SUS Cohort Effect of earning an A.A. degree

35. Time to Baccalaureate Degree Completion High school GPA had the strongest effect on time to degree. The number of stopouts and long degree programs also had a large impact. Time to degree decreased by just over half of one semester for SUS starters. The model explained 61% of the variance in time to degree completion. Model fit improved with the extension of the tracking period. Over the Seven Year Tracking Period

36. What Matters? Students should arrive academically prepared. This is true for all students. High school performance had the strongest influence of all pre-college student characteristics. Students should maintain continuous enrollment, full-time if possible. This is especially true for community college students.

37. What Matters? Community college students should complete the associates degree. For community college starters, the probability of bachelors degree completion within seven years was over two times greater for those who earned the A.A. at a community college as compared to those who did not.

38. Student Progression Study Public Testimony Public Testimony Council Discussion Council Discussion Action Action

39. Alternative Slides to provide additional detail on selected topics

40. Remediation Needs, by Subject Area return to main presentation still more detail on this topic

41. Dual Enrollment return to main presentation still more detail on this topic

42. Dual Enrollment return to main presentation still more detail on this topic

43. Acceleration Test Credit return to main presentation still more detail on this topic

44. Acceleration Test Credit return to main presentation

45. Graduation Rates by Family Income and Postsecondary Sector return to main presentation

46. Graduation Rates by High School GPA and Postsecondary Sector return to main presentation